What do first‐year university students in Newfoundland and Labrador know about Aboriginal peoples and topics?

Godlewska, Anne; Schaefli, Laura; Massey, Jennifer; Freake, Sheila; Adjei, Jones; Rose, John; Hudson, Chloe C.

doi:10.1111/cag.12428

Cited by 11 publications

(11 citation statements)

References 24 publications

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“…Thus leaving settler-colonial hegemonic discourse in curricula, policy, law and instructional materials undisrupted may be an act of oppression, cultural deprecation and exclusion through habitual normalizing and rationalizing practices. Settler-colonial hegemony in education discourses serve to disrupt cultural continuity and generational knowledge sharing which has a profound impact on Indigenous students, for example with respect to discrepancies in rates of attrition between Indigenous and settler students (St. Denis, 2011;Tupper, 2011;Godlewska et al, 2017).…”

Section: Janus Face Of Educationmentioning

confidence: 99%

Silencing Indigenous Knowledge Systems: Analysis of Canadian Educational, Legal and Administrative Practice

Clarysse¹,

Moore²

2019

IJLPA

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As a result of the Truth and Reconciliation Commission of Canada (or TRCC, 2015a, 2015b), calls to action concerning education and law reform have been made. Currently, there is an increase in reconciliation discourse in law, healthcare and education policy, curricula and pedagogy. In Canada, efforts to decolonize institutional structures compel scholars and activists to highlight the imperative of critical analysis of identity and place in answering the calls to action. Although it was developed by the Ministry of Education for the province of Ontario, more than a decade ago, prior to the TRCC, the First Nations, Métis, and Inuit Education Policy Framework continues to inform policy and administrative procedures. Informed by Indigenous knowledge systems embedded in restorative justice and peace-building practices, this paper presents a critical analysis of the First Nations, Métis, and Inuit Education Policy Framework (2007) and finds evidence resembling discursive settler-colonial patterns of Indigenous erasure through the practice of silencing Indigenous participation and voice. Through this critical analysis, several themes emerged including colonialism, survivance, patriarchy, self-identification, notions of education, assessment, and “us versus them” binary narratives. In response, this paper argues for a trans-systemic and transdisciplinary approach to the critical analysis of discursive patterns of silencing and erasure in policy, law reform, and administrative processes. Further, through deepening interpretations and understandings of Indigenous theory and knowledge systems, it may be possible for settler-colonial stakeholders to more acutely discern the impact of settler-colonialism embedded in education, policy, administration, and legal discourses. These findings have implications for educators and administrators as well as administrative, law and policy reform.

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Section: Janus Face Of Educationmentioning

confidence: 99%

Silencing Indigenous Knowledge Systems: Analysis of Canadian Educational, Legal and Administrative Practice

Clarysse¹,

Moore²

2019

IJLPA

View full text Add to dashboard Cite

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“…One of the biggest concerns regarding the modern cultural suppression of Indigenous peoples in Canada is related to a blatant lack of understanding among the general population regarding the lives and history of Indigenous peoples, which in turn hinders public knowledge of the challenges specifically faced by Indigenous populations today. This knowledge gap was showcased by the results of The 2013 Aboriginal Awareness Survey conducted to assess knowledge of First Nations, Métis, and Inuit in Canada among three hundred and ten first year university students in Newfoundland and Labrador (Godlewska et al, 2017b;Godlewska, Schaefli, Massey, Freake, & Rose, 2017c). The questionnaire examined what the students have learned about Indigenous peoples, where they learned this information, and their social attitudes towards these groups.…”

Section: Public Perceptions Of Indigenous Peoples In Canadamentioning

confidence: 99%

“…The questionnaire examined what the students have learned about Indigenous peoples, where they learned this information, and their social attitudes towards these groups. The survey consisted of a quantitative test portion (Godlewska et al, 2017b) and a qualitative portion (Godlewska et al, 2017c). In the quantitative portion, the results were generally very poor, with an average score of 22.18% (SD = 14.44%, range = 1.25% to 62.25%) suggesting that students who completed the survey had a very poor understanding of Indigenous peoples in their province.…”

Section: Public Perceptions Of Indigenous Peoples In Canadamentioning

confidence: 99%

“…First, it was hypothesized that vignettes portraying an Indigenous person would be viewed more negatively than vignettes of a Caucasian person. This prediction was based on previous research documenting a general lack of understanding of Indigenous history throughout Canada, which has led to negative stereotypes of Indigenous peoples in Canada living with SUDs (Godlewska et al, 2017b;Godlewska et al, 2017c;Harding, 2006;Loppie Reading, 2014). Second, it was hypothesized that vignettes of people choosing not to seek treatment would be viewed more negatively than the vignettes of people seeking treatment for their SUD.…”

Section: Objectives and Hypothesesmentioning

confidence: 99%

“…Based on the results of the Aboriginal Awareness Survey conducted at Memorial University, the researchers suggested that education may be able to counter negative attitudes towards Indigenous Canadians (Godlewska et al, 2017b;Godlewska et al, 2017c). The researchers reported a distinct link between poor performance and negative responses, and likewise, a connection between better performance and positive and critical responses.…”

Section: Anti-stigma Interventionsmentioning

confidence: 99%

See 2 more Smart Citations

The Impact of Indigenous Identity and Treatment Seeking Intention on the Stigmatization of Substance Use

Winters

Harris

2019

Int J Ment Health Addiction

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Explaining support for post-secondary educational funding for indigenous students.

Genge¹,

Day²

2021

Canadian Journal of Behavioural Science / Revue canadienne des

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A concerning post-secondary education gap exists between Indigenous and non-Indigenous individuals in Canada. One program designed to help address this issue, the Post-Secondary Student Support Program (PSSSP), provides eligible First Nations students with post-secondary education funding. Although such programs are beneficial, it is unclear how much Canadians support public funding of Indigenous education and whether psychological research can help explain why some may endorse or oppose it. Thus, using the PSSSP as an example, we examined five possible psychological predictors of public support: personal prejudice toward Indigenous Peoples, perceived social mobility, meritocratic beliefs, group zero-sum beliefs, and political conservatism. Based on previous research, we hypothesized that all would negatively relate to support for the PSSSP. In a sample of non-Indigenous Canadian adults, we found that only higher personal prejudice, group zero-sum beliefs, and political conservatism uniquely explained lower support for the program (or conversely, lower prejudice, group zero-sum beliefs, and political liberalism were related to higher program support). Although correlational, this study provides insight into factors that may influence Canadians' attitudes toward a program aimed at addressing a consequential societal inequality. We discuss the implications of these findings in regard to support for programs and policies targeted at marginalized groups. Public Significance StatementThis research provides psychological insight into factors related to non-Indigenous Canadians' attitudes toward helping disadvantaged groups, in particular, support for Indigenous post-secondary education funding. Knowing whether and why non-Indigenous Canadians may support Indigenous education funding can shed light on where we are in terms of reconciliation, and help shape a path forward.

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What do first‐year university students in Newfoundland and Labrador know about Aboriginal peoples and topics?

Cited by 11 publications

References 24 publications

Silencing Indigenous Knowledge Systems: Analysis of Canadian Educational, Legal and Administrative Practice

Silencing Indigenous Knowledge Systems: Analysis of Canadian Educational, Legal and Administrative Practice

The Impact of Indigenous Identity and Treatment Seeking Intention on the Stigmatization of Substance Use

Explaining support for post-secondary educational funding for indigenous students.

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